Slide 1

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
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Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
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Slide 2

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

Designing the 21st Century Secondary Schools
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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 3

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 4

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

19

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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68

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69

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 5

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

Designing the 21st Century Secondary Schools
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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36

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37

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38

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39

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40

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42

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

Designing the 21st Century Secondary Schools
19

Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

1083

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
50

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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

19

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_Macros

At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


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Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 7

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 8

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 9

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 10

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

Designing the 21st Century Secondary Schools

Methodology: Teaching Strategies

19

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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68

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69

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 11

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

Designing the 21st Century Secondary Schools
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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

Designing the 21st Century Secondary Schools
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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36

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37

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38

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39

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40

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41

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42

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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19

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

Designing the 21st Century Secondary Schools
19

Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

1083

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
50

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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

Designing the 21st Century Secondary Schools

Methodology: Teaching Strategies

19

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_Macros

At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


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Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 13

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 14

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 15

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 16

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

19

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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69

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 17

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

Designing the 21st Century Secondary Schools
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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37

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39

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40

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42

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

Designing the 21st Century Secondary Schools
19

Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

1083

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
50

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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

Designing the 21st Century Secondary Schools

Methodology: Teaching Strategies

19

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_Macros

At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


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Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 19

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 20

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 21

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 22

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

19

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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68

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69

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 23

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

Designing the 21st Century Secondary Schools
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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36

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37

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38

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39

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40

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42

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

Designing the 21st Century Secondary Schools
19

Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

1083

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
50

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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

Designing the 21st Century Secondary Schools

Methodology: Teaching Strategies

19

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_Macros

At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


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Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

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LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 25

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 26

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 27

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 28

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

19

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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69

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 29

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

Designing the 21st Century Secondary Schools
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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39

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40

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42

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

Designing the 21st Century Secondary Schools
19

Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
50

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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

19

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
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Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

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LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 31

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 32

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 33

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 34

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

19

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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69

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 35

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

Designing the 21st Century Secondary Schools
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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39

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40

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42

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

Designing the 21st Century Secondary Schools
19

Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
50

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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

Designing the 21st Century Secondary Schools

Methodology: Teaching Strategies

19

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_Macros

At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
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Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

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LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 37

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 38

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
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Slide 39

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 40

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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69

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 41

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

Designing the 21st Century Secondary Schools
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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39

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40

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42

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

Designing the 21st Century Secondary Schools
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
50

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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

Designing the 21st Century Secondary Schools

Methodology: Teaching Strategies

19

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_Macros

At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
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Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 43

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 44

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 45

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 46

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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69

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 47

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

Designing the 21st Century Secondary Schools
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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39

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40

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42

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

Designing the 21st Century Secondary Schools
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
50

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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

Designing the 21st Century Secondary Schools

Methodology: Teaching Strategies

19

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_Macros

At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
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Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 49

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 50

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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_Macros

Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 51

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 52

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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40

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42

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
50

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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

19

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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69

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 53

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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39

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40

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

Designing the 21st Century Secondary Schools
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

Designing the 21st Century Secondary Schools

Methodology: Teaching Strategies

19

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_Macros

At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
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Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 55

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 56

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 57

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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_Macros

Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 58

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

Designing the 21st Century Secondary Schools
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
50

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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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69

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 59

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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39

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40

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42

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

Designing the 21st Century Secondary Schools

Methodology: Teaching Strategies

19

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_Macros

At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
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Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

Designing the 21st Century Secondary Schools

Methodology: Teaching Strategies

19

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 61

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

Designing the 21st Century Secondary Schools
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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 62

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 63

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 64

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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40

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42

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
50

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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

19

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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68

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69

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 65

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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39

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40

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42

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

Designing the 21st Century Secondary Schools
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

Designing the 21st Century Secondary Schools

Methodology: Teaching Strategies

19

1083

_Macros

At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
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Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

71

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 67

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 68

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

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What’s the connection
between economic
success and student
success?
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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 69

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
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Your High School, 1964-- ???

Where were you in 1964?
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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

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What if we
asked the kids?
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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 70

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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40

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
50

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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

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Methodology: Teaching Strategies

19

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

66

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TOOLS: PRESENTATION EVALUATION DATABASE

67

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68

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69

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 71

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

2

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
8

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

11

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

12

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

15

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

16

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17

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

23

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

24

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

29

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
32

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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

33

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
34

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39

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40

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How do students
get these skills?

Do students want
to get these
skills?
43

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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
44

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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

47

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

Designing the 21st Century Secondary Schools
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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

51

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

52

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
54

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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

55

Designing the 21st Century Secondary Schools

Methodology: Teaching Strategies

19

1083

_Macros

At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

56

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
57

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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

58

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
59

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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
60

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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

64

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Teachers enter activities for
each day including links to
resources and homework
assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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CURRICULUM
LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72


Slide 72

Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman
bobpearlman@mindspring.com
http://www.bobpearlman.org

Building Learning Communities Conference
July 23, 2003

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Released
Monday,
July 7,
At NECC

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Who is Bob Pearlman?…
•Teacher of High School Mathematics and
Computers, 1969-88
•Coordinator of Educational Reform Initiatives,
Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce
Development, Joint Venture: Silicon Valley
Network, 2000-2001

3

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…and why is he talking about 21st
century skills and changing the high
school experience?
•National Consultant on Educational Technology,
American Federation of Teachers, 1988-91 (Dade
County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New
American School Design, 1992-93
•Director of Strategic Planning, New Technology
Foundation (Napa, CA)
4

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Your High School, 1964-- ???

Where were you in 1964?
5

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Penncrest High School, Media, PA
9th

grade house

Flexibility

to adapt to departmental or
team structure
Flexible

classrooms that can be adapted to
different instructional uses
Community
Capacity

Center

1600

6

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What if we
asked the kids?
7

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“To Kate especially, for
reminding me by means of
concrete detail just how
horrible high school can be,
and how lucky we all are to
escape more or less intact.”
Acknowledgments
Richard Russo
Empire Falls (2001)
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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967

9

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School I'd Like competition
The Guardian Newspaper

http://education.guardian.co.uk/schools/story/0,5500,501374,00.html



The school we'd like is (2000):



A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.



A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.



A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.



A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.

10

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The School that I’d Like, 2000


A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.



A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.



A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.



A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.

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The School that I’d Like
Safe

Experience

Respect

Real

Personal

Workspace

Interests

Tools

World

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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.

13

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•Changing Reality
•Changing Skills
•Design Criteria
14

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Changing Reality
Will your Region circa 2030 be vastly
different from today?

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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips
drop 50%

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What region or
regions will be best
poised to grow during
the next recovery?
18

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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”

Chicago
“Silicon City”

New York —
“Silicon Alley”

San Francisco
“Multimedia
Gulch”

Washington, D.C.
“Silicon Dominion”

Silicon Valley

Research
Triangle
“Silicon Triangle”

Los Angeles
“Digital Coast”

Austin —
“Silicon Hills”

Boston
“Route 128”

Atlanta
“Capital of the
New South”

Miami
“Silicon Beach”

19

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Global Internet Cluster Regions
Canada
“Silicon Valley North”

United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”

Japan
“Bit Valley”

Germany
“Silicon Saxony”

China/Hong Kong
“Cyber Port”

France
“Telecom Valley”
Israel
“Silicon wadi”

India

Singapore
“Intelligent Island”

United States

20

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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters

21

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Silicon Valley, 1970

VALLEY OF HEART’S DELIGHT

22

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The Workforce Gap
What Workforce Gap?

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to
216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Total Demand For High-Tech
Industry Clusters - 2000

Estimated Gap For High-Tech
Industry Clusters - 2000
(In Thousands)
216
Unfilled
Positions
11%

Outside
Recruits
7%

Local
Labor and
Voluntary
Movers
62%

160
Unfilled Positions

Outside Recruits

Commuters
21%

Commuters

100% = 570,000(1)

Note:
Source:

(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997
A.T. Kearney Analysis, Workforce Study

1997

2000

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The incremental costs to businesses in the Silicon Valley due to this workforce
“gap” have escalated to over $6 billion annually

Annual Workforce Gap Costs
($ Billions)

Incremental Cost Components
(%)
100% = $5.2-$6 .6 billions

9.2
Turn-over Costs
16%

7.8

Salary
Premium
Hiring Costs
Turn- over Costs

Salary
Premium
26%

2.6
Opportunity
Costs

Opportunity
Costs
56%
Hi Gap

Source:

Lo Gap

A.T. Kearney Analysis, Workforce Study

Min Gap

Hiring Costs
2%

25

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What’s the connection
between economic
success and student
success?
26

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The Old Formula:

Education => Student Success

27

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So what do kids
need to know and
be able to do?

28

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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;

•Information Skills -- using computers to process information and

acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;

•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying

technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor

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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively,

solving problems, seeing things in the mind's eye, and knowing how to learn;
and

•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.

30

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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
31
Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)

•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education

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Released
Monday,
July 7,
At NECC

www.21stcenturyskills.org
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How do students
get these skills?

Do students want
to get these
skills?
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Summary of findings
 The

workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.

 High

access does not appear to translate into high awareness of or motivation
to pursue technology careers.

 Motivation

to pursue technology careers is less among females than males.

 Social

networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers

 There

are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?

Awareness

Interest

Motivation

Preparation

45

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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult

connections

 Internships
 Real

World immersion

46

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The New Formula:

Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks

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There is a big difference between a successful school and a
school of successful students!

•Academics, technology access, and
career information are the foundation,
but they are not enough

•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network

48

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So what do schools look like where
students get 21st Century Knowledge
and Skills?
49

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Design
Criteria

Kids Needs:
•Safe
•Respect
•Personal
•Interests

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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals

Design
Principles

•Adult World Immersion
•Performance-Based Student
Work & Assessment

Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams

Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous

Target Tech 2 -Early Network
Effects

Target Tech 3 -Significant
Network Effects

Target Tech 4 -Replication and
Dissemination

Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.

2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1

Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access

Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.

1 to 1

100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting

Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.

http://www.bobpearlman.org/BestPractices/Stages.htm

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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture Dennis Littky
innovation that places students with mentors in "real
world" settings

Elliot Washor

•Family Engagement . The family is the child's primary
teacher and is the consistent element throughout the
child's schooling

•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning.
The facility includes spaces for team building, for
technology, for study, and for large and small
conversations

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New Technology High School
Napa, California

http://www.newtechhigh.org/
 Integrating technology into every class

 Interdisciplinary and project-based
 Internship class consisting of classroom curriculum and
unpaid work in technology, business or education

 Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• WRITTEN COMMUNICATION

• COLLABORATION

• CAREER PREPARATION

• CRITICAL THINKING

• CITIZENSHIP AND ETHICS

• ORAL COMMUNICATION

• CURRICULAR LITERACY
(CONTENT STANDARDS)

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Methodology: Teaching Strategies

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At the core of the NTH Learning
System’s methodology is a student
centered, project and problem
based teaching strategy that is
tied to both content standards and
school wide learning outcomes.

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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s
interdisciplinary classroom at Napa New Technology High
School in California and you will see students at work-writing
in online journals, doing research on the Internet, meeting
in groups to plan and create Web sites and digital media
presentations, and evaluating their peers for collaboration
and presentation skills. This setting and these types of
activities have a name and a purpose. It's called projectbased learning, and it's designed to engage students and
empower them with responsibility for their own education in
ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION

Technology is the
Tool, Not the Focus
Less than 20% of our
students are interested in
pursuing a career in
technology.

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INTEGRATED COURSES
AMERICAN STUDIES
United States History
American Literature

SCIENTIFIC STUDIES
Algebra II
Physics

POLITICAL STUDIES
Government/Economics
Political Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
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ADDITIONAL REQUIREMENTS
DIGITAL MEDIA
COLLEGE COURSES

SENIOR PROJECTS
PROFESSIONAL
PORTFOLIOS
INTERNSHIPS &
COMMUNITY SERVICE
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TECHNOLOGY TOOLS
FOR …
Learning

• Computerized Tutorials
• On-Line Curriculum

Curriculum

• Project Standardization
• Document Libraries
• Project Design Template • Digital Textbooks

Communication
Assessment
Scalability*

• E-Library
• Academic Systems

• Student E-Mail
• Parent E-Bulletin

• Digital Gradebooks
• Student Journals

• PBL Unit Library
• Customizable Templates

• Online Curriculum
• Internship Coordination
• Collaboration Database
• Learning Logs
• Support Databases
• Account Management

61

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows
teachers to put all project
materials in one spot for
easy student access and to
share with other teachers.

62

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The New Technology Project Library
We have assembled a
collection of projects
created by teachers
trained in PBL unit
development,
reviewed, and tested
in the classroom.
These projects can be
downloaded and
modified by any
teacher with a
connection to the
internet.

63

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TOOLS: COURSE AGENDA

The Course Agenda helps
keep complicated projects
organized.

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Teachers enter activities for
each day including links to
resources and homework
assignments.

65

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations
using a standardized rubric for
the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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LIBRARY

DIGITAL PORTFOLIO

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NTHS GRADEBOOK

What is the Learning System?
The NTH Learning System™ is a set
of tools and technologies that support
a student-centered, project- and
problem-based learning environment.

COMMUNICATION
TOOLS

COLLABORATION
EVALUATOR

DISCUSSION
BULLETIN BOARDS

STUDENT DATA
COLLECTION
70

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Reinvent the High School Experience!

Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology

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Bob Pearlman
bobpearlman@mindspring.org

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
72